BraSILL · Brain Correlates of Socially Interactive Language Learning
„Хоризонт Европа“ — Действия „Мария Склодовска-Кюри“
- Период
- 2022-10-01 → 2025-03-31
- Финансиране от ЕС
- 226 441 €
- Участници
- 3
- Схема
- HORIZON-TMA-MSCA-PF-EF
Линиите свързват координатора с партньорите. За проекти отпреди 2014 г. CORDIS не винаги дава точни координати. Тези точки са на ниво град или държава.
Накратко на български
Социалните сигнали, като посоката на погледа и обратната връзка, се изследват за това как помагат на възрастните да учат чужд език. Резултатите ще помогнат за подобряване на езиковото обучение, рехабилитацията и инклузивния подход в образованието.
Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.
Резултати накратко
Brain Correlates of Socially Interactive Language Learning
Second language (L2) learning plays a central role in enabling individuals to participate in multilingual societies, yet adults show marked variability in their success, especially in spoken communication. Crucially, most language learners aim to use the L2 in meaningful interaction, and practicing the language in social contexts has been shown to support more advanced proficiency. Despite this, the mechanisms through which social interaction facilitates L2 learning remain poorly understood. This project set out to investigate how social, cognitive, and neurophysiological processes jointly support L2 learning, with a focus on how adults respond to social cues such as gaze direction and performance feedback during word learning. The overarching hypothesis was that socially situated learning contexts engage specific cognitive and neural mechanisms that scaffold attention, memory, and learning. To examine this, the project combined methods from cognitive neuroscience (EEG, pupillometry, eye-tracking), psycholinguistics, and virtual reality (VR) to create immersive and experimentally controlled learning environments. The use of VR was aimed gaining precise insight into how interactive, embodied, and multimodal social processes affect learning. These insights have broad relevance, not only for L2 education, but also for areas such as rehabilitation and inclusive learning, where responsiveness to social cues can strongly influence outcomes. The expected impact lies in advancing theoretical models of L2 learning by integrating social, cognitive, and neural perspectives, while also offering methodological innovations that bridge ecological validity and experimental control. In alignment with EU priorities on lifelong learning, digital innovation, and the integration of social sciences and humanities, the project contributes new tools and frameworks for understanding the dynamic, interactive nature of second language development.
Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз
Цел на проекта
More and more Europeans acquire a second language (L2) during adulthood. However, people greatly differ in their learning success across different learning settings, such as phone apps or in-class. Due to its key role in acquiring our first language during childhood, social interaction might also play an important and underappreciated role in L2 learning. Nevertheless, understanding the role and underlying processes of social interaction in L2 learning has been hindered so far by an enormous technical hurdle: natural social settings have to be translated into the controlled lab environment. With this project, we aim to use a novel approach, combining social cognition, neurolinguistics and ecological valid virtual reality (VR) to tackle this hurdle for the first time. We will design VR environments in which we can control the type of social interaction and the social agent with whom the participant interacts. This will allow us to determine all relevant factors of social interaction that benefit L2 learning success in a natural, yet controlled setting. Furthermore, we will overcome the challenge of combining the VR experience with simultaneous brain measures in the form of electroencephalography (EEG), as well as psychophysical (pupilometry and eye movements) and behavioral measures. This will enable us to measure the effects of social interaction on different cognitive levels and with different temporal resolutions. Our team associates renowned experts in neurolinguistics, L2 learning, social cognition and VR to ensure this projects success. Furthermore, we will collaborate with a tech company to translate our results to a marketable product, targeted at immigrants who wish to acquire Catalan and Spanish. In sum, our project combines multiple disciplines and state-of-the-art techniques such as VR and EEG to finally gain insight into what is likely one of the most important drivers of language learning: social interaction.
Оригинален текст от CORDIS (на английски).
Участници
Връзки
Данни: CORDIS, © Европейски съюз